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Toward More Inclusive Education: An Empirical Test of the Universal Design for Learning Conceptual Model Among Preservice Teachers

Journal of teacher education, 2021-05, Vol.72 (3), p.381-395

2021

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Do Girls Make Boys Study? Gender Composition, Gender Role Culture, and Sense of Futility in Flemish Secondary Schools

Youth & society, 2020-03, Vol.52 (2), p.229-250

2020

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Differences in Study Motivation Within and Between Genders: An Examination by Gender Typicality Among Early Adolescents

Youth & society, 2018-04, Vol.50 (3), p.377-404

2018

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Education for all in action: Measuring teachers’ competences for inclusive education

PloS one, 2023-11, Vol.18 (11), p.e0291033-e0291033

2023

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‘Let’s Teach as We Preach’: The Design of a Professional Development Initiative to Support Teacher Educators’ Responsiveness to Diversity

Education sciences, 2023-07, Vol.13 (7), p.755

2023

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Are Girls more Resilient to Gender-Conformity Pressure? The Association Between Gender-Conformity Pressure and Academic Self-Efficacy

Sex roles, 2015-07, Vol.73 (1-2), p.1-15

2015

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Exploring pre-service teachers’ beliefs and practices about two inclusive frameworks: Universal Design for Learning and differentiated instruction

Teaching and teacher education, 2021-11, Vol.107, p.103503, Article 103503

2021

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The Impact of Gender Variance on Adolescents' Wellbeing: Does the School Context Matter?

Journal of homosexuality, 2020-01, Vol.67 (1), p.1-34

2020

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Transcending the gender dichotomy in educational gender gap research: The association between gender identity and academic self-efficacy

Contemporary educational psychology, 2014-10, Vol.39 (4), p.369-378

2014

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Beliefs as filters for comparing inclusive classroom situations. Connecting teachers’ beliefs about teaching diverse learners to their noticing of inclusive classroom characteristics in videoclips

Contemporary educational psychology, 2019-01, Vol.56, p.140-151

2019

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Navigating linguistic diversity: teachers’ beliefs on multilingual pedagogies in monolingual policy schools

Language and education, 2024-07, p.1-17

2024

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Pardon my French, Turkish and Arabic! How Flemish headteachers and teachers respond to multilingualism in the classroom

Journal of ethnic and migration studies, 2024-02, p.1-25

2024

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Exploring the interrelationship between Universal Design for Learning (UDL) and Differentiated Instruction (DI): A systematic review

Educational research review, 2020-02, Vol.29, p.100306, Article 100306

2020

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What prompts early childhood professionals to proffer advice to multilingual families? Investigating the association between language policy and perceived self-efficacy

Journal of multilingual and multicultural development, 2024-04, Vol.45 (4), p.1209-1225

2024

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Professional vision as a mediator for inclusive education? Unravelling the interplay between teachers' beliefs, professional vision and reported practice of differentiated instruction

Educational review (Birmingham), 2024-04, Vol.76 (3), p.483-505

2024

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Uncovering the role of teacher educators in the reduction of inequalities in education: A critical discourse analysis

Social psychology of education, 2024-06, Vol.27 (3), p.859-882

2024

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Teachers’ responses to ethnic discrimination: An exploratory study in Flemish secondary schools

British educational research journal, 2024-02, Vol.50 (1), p.112-133

2024

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Diversity ideologies in Flemish education: explaining variation in teachers' implementation of multiculturalism, assimilation and colourblindness

Journal of education policy, 2023-11, Vol.38 (6), p.985-1006

2023

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Connecting beliefs, noticing and differentiated teaching practices: a study among pre-service teachers and teachers

International journal of inclusive education, 2020-12, Vol.ahead-of-print (ahead-of-print), p.1-18

2020

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Order in the chaos. Nurses' perceptions of multilingual families in a society marked by a monoglossic ideology

International journal of bilingual education and bilingualism, 2023-02, Vol.26 (2), p.189-200

2023

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School actors navigating between implementor & arbiter - a qualitative study on the dynamics in multilingual schools' language policy

Current issues in language planning, 2024-05, Vol.25 (3), p.285-305

2024

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A quantitative analysis of the language policy processes in early childhood professionals' advice on multilingual parenting

Current issues in language planning, 2023-05, Vol.24 (3), p.312-333

2023

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An empirical validation study of Spolsky's language policy model

Current issues in language planning, 2022-01, Vol.23 (1), p.77-95

2022

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Measuring professional vision of inclusive classrooms in secondary education through video-based comparative judgement: An expert study

Studies in educational evaluation, 2018-03, Vol.56, p.71-84

2018

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Professional vision of inclusive classrooms: A validation of teachers’ reasoning on differentiated instruction and teacher-student interactions

Studies in educational evaluation, 2020-12, Vol.67, p.100912, Article 100912

2020

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Toward More Inclusive Education: An Empirical Test of the Universal Design for Learning Conceptual Model Among Preservice Teachers

Do Girls Make Boys Study? Gender Composition, Gender Role Culture, and Sense of Futility in Flemish Secondary Schools

Differences in Study Motivation Within and Between Genders: An Examination by Gender Typicality Among Early Adolescents

Education for all in action: Measuring teachers’ competences for inclusive education

‘Let’s Teach as We Preach’: The Design of a Professional Development Initiative to Support Teacher Educators’ Responsiveness to Diversity

Are Girls more Resilient to Gender-Conformity Pressure? The Association Between Gender-Conformity Pressure and Academic Self-Efficacy

Exploring pre-service teachers’ beliefs and practices about two inclusive frameworks: Universal Design for Learning and differentiated instruction

The Impact of Gender Variance on Adolescents' Wellbeing: Does the School Context Matter?

Transcending the gender dichotomy in educational gender gap research: The association between gender identity and academic self-efficacy

Beliefs as filters for comparing inclusive classroom situations. Connecting teachers’ beliefs about teaching diverse learners to their noticing of inclusive classroom characteristics in videoclips

Navigating linguistic diversity: teachers’ beliefs on multilingual pedagogies in monolingual policy schools

Pardon my French, Turkish and Arabic! How Flemish headteachers and teachers respond to multilingualism in the classroom

Exploring the interrelationship between Universal Design for Learning (UDL) and Differentiated Instruction (DI): A systematic review

What prompts early childhood professionals to proffer advice to multilingual families? Investigating the association between language policy and perceived self-efficacy

Professional vision as a mediator for inclusive education? Unravelling the interplay between teachers' beliefs, professional vision and reported practice of differentiated instruction

Uncovering the role of teacher educators in the reduction of inequalities in education: A critical discourse analysis

Teachers’ responses to ethnic discrimination: An exploratory study in Flemish secondary schools

Diversity ideologies in Flemish education: explaining variation in teachers' implementation of multiculturalism, assimilation and colourblindness

Connecting beliefs, noticing and differentiated teaching practices: a study among pre-service teachers and teachers

Order in the chaos. Nurses' perceptions of multilingual families in a society marked by a monoglossic ideology

School actors navigating between implementor & arbiter - a qualitative study on the dynamics in multilingual schools' language policy

A quantitative analysis of the language policy processes in early childhood professionals' advice on multilingual parenting

An empirical validation study of Spolsky's language policy model

Measuring professional vision of inclusive classrooms in secondary education through video-based comparative judgement: An expert study

Professional vision of inclusive classrooms: A validation of teachers’ reasoning on differentiated instruction and teacher-student interactions

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